Frankenberg, E., Garces, L., & Hopkins, M. (Eds.) (2016). School integration matters: Research-based strategies to advance equity. New York: Teachers College Press.
Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. New York: Teachers College Press.
Callahan, R. M., & Hopkins, M. (2018). Using ESSA to improve secondary English learners’ opportunities to learn through course taking. Journal of School Leadership, 27(5).
Spillane, J. P., Hopkins, M., & Sweet, T. (2017). School system educational infrastructure and change at scale: Teacher peer interactions and their beliefs about mathematics instruction. American Educational Research Journal. Advance online publication.
Hopkins, M., & Heineke, A. J. (2017). Teachers’ learning through culturally relevant literature: A cross-context study of teacher education for English learners. Teacher Education and Practice, 30(3), 501-522.
Vasquez Heilig, J., Romero, L., & Hopkins, M. (2017). Coign of vantage and action?: Considering California’s local accountability and school finance plans for English language learners. Education Policy Analysis Archives, 25(15).
Hopkins, M., Ozimek, D., & Sweet, T. M. (2017). Mathematics coaching and instructional reform: Individual and collective change. Journal of Mathematical Behavior, 46, 215-230. doi: 10.1016/j.jmathb.2016.11.003
Hopkins, M., Malsbary, C. B., & Morales, P. Z. (2016). Responsive federal policy for bi/multilingual students. The Education Law and Policy Review, 3, 31-57.
Spillane, J. P., Shirrell, M., & Hopkins, M. (2016). Designing and deploying a Professional Learning Community (PLC) organizational routine in an education system: Bureaucratic and collegial structures in tandem (and in tension?). Dossiers des Sciences de l’Education.
Hopkins, M. (2016). Beliefs in context: Understanding language policy implementation at a systems level. Educational Policy, 30(4), 573-605. [First published online in 2014.]
Brezicha, K., & Hopkins, M. (2016). Shifting the zone of mediation in a suburban new immigrant destination: Community boundary spanners and school district policymaking. Peabody Journal of Education. [Alphabetical order indicates equal authorship.]
Hopkins, M., Lowenhaupt, R., & Sweet, T. (2015). Organizing English learner instruction in new immigrant destinations: District infrastructure and subject-specific school practice. American Educational Research Journal, 52(3), 408-439.
Hopkins, M., & Spillane, J. P. (2015). Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs: Regulative, normative, and cultural-cognitive considerations. Journal of Educational Change, 16(4), 421-450.
Hopkins, M. & Woulfin, S. L. (2015). School system (re)design: Developing educational infrastructures to support school leadership and teaching practice. Journal of Educational Change, 16(4), 371-377. [Introduction to a guest-edited special issue.]
Spillane, J. P., Hopkins, M., & Sweet, T. (2015). Intra- and inter-school interactions about instruction: Exploring the conditions for social capital development. American Journal of Education, 122(1), 71-110.
Hopkins, M., & Spillane, J. P. (2014). Schoolhouse teacher educators: Structuring beginning teachers’ opportunities to learn about instruction. Journal of Teacher Education.
Hopkins, M. (2013). Building on our teaching assets: The unique pedagogical contributions of bilingual teachers. Bilingual Research Journal, 36(3), 350-370.
Hopkins, M., & Heineke, A. J. (2013). Teach For America and English language learners: Shortcomings of the organization’s training model. Critical Education, 4(2), 18-36.
Hopkins, M., Spillane, J. P., Jakopovic, P., & Heaton, R. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. The Elementary School Journal, 114(2), 200-224.
Spillane, J. P., & Hopkins, M. (2013). Organizing for instruction in education systems and organizations: How the school subject matters. Journal of Curriculum Studies, DOI: 10.1080/00220272.2013.810783.
Hopkins, M., Martinez-Wenzl, M., Aldana, U. S., & Gándara, P. (2013). Cultivating capital: Latino newcomer young men in a U.S. urban high school. Anthropology and Education Quarterly, 44(3), 286-303.
Hopkins, M., Thompson, K., Linquanti, R., Hakuta, K., & August, D. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), 101-108.
Hopkins, M. (2012). Arizona’s teacher policies and their relationship with English learner instructional practice. Language Policy, 11(1), 81-99.
Orellana, M. F., García Sánchez, I., & Hopkins, M. (2011). Facilitating intercultural communication in parent-teacher conferences: Lessons from child translators. Multicultural Education, 13(3), 148-154.
Hopkins, M. (2008). Training the next teachers for America: A proposal for reconceptualizing Teach For America. Phi Delta Kappan, 89(10), 721-725. Condensed in Education Digest, 74(6) (Feb 2009), 4-10. Reprinted in The Norton field guide to writing with readings, 2nd Edition (Oct 2009).